DURMUŞOĞLU-SALTALI, Neslihan Mevlana Üniversitesi - Eğitim Fakültesi - Okul Öncesi Eğitim Ana Bilim Dalı, Turkey , ARSLAN, Emel Konya Üniversitesi - A K Eğitim Fakültesi - Okul Öncesi Eğitim Ana Bilim Dalı, Turkey , BUDAK, Onay İstanbul Gelişim Üniversitesi, Turkey

Predictive Strength of Interpersonal Self-Efficacy on Teaching Attitudes: An Investigation onPreschool Teachers

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This study is conducted in order to investigate the effect of preschool teachers’ interpersonal self-efficacy on their teaching attitude. The study sample is composed of 241 preschool teachers working in any formal preschool placed in different cities of Turkey and under the control of Ministry of National Education. To determine preschool teachers’ teaching attitude, Teaching Attitude Scale (TAS) which is developed by Bilgin (1996) is used. For identifying interpersonal self-efficacy, Interpersonal Self-Efficacy Scale (ISES) developed by Brouwers and Tomic (2002) and adapted to Turkish with appropriate reliability and validity studies by Çapri and Kan (2006) is applied to the teachers. In data analysis, Pearson product-moment correlation coefficient and multiple regression analysis computations are made. Research findings show that preschool teachers’ autocratic, democratic and laissez-faire attitudes are related with their classroom management, colleague cooperation and management cooperation. Moreover, in terms of management cooperation, teacher self-efficacy is predictive of all teacher attitudes; for classroom management, self-efficacy significantly explains the autocratic attitude.

Teacher’s attitude , preschool teacher , interpersonal self , efficacy

Mersin University Journal Of The Faculty Of Education